A novel, which provides a narrative on a particular social issue, such as cyber bullying can have a collective effect on a large group of adolescent female readers. In understanding these effects it is important to recount the history of gendered reading and how the framework of the ‘female reader’ was formed. By investigating the predominantly female fascination with reading ‘gossip’, in conjunction with addressing the fact that adolescent readers spend more time online than others, it will become evident how the arena for cyber bullying is related to certain female reading experiences. The group of readers formed around the series Gossip Girl, exemplifies how cyber bullying continues due to negative stereotypes in literature for young women and the in-group reading tendencies of female readers.
Until the late 20th century, males typically dominated the literary world, and most popular literature was written from a male perspective. Judith Fetterley made the assertion, in her book, “The Resisting Reader“ that female readers would have to omit their femininity to enjoy, a classic novel (Rogers 340). The andocentric order, being a system of meaning which privileges masculinity and male dominance, was presumed as having “a profoundly damaging effect on women readers,” teaching females to, “identify with a male point of view” (Schweickart 534). Fetterley, as a contributor to first wave feminism, theorized that females had to “read against the grain” and be aware of the gendered frame in which they were reading (Rogers 340).
As more women were provided with opportunities to become reputable writers, more novels came into circulation that provided a female protagonist. With the increase of literacy among women, as well as more female authors writing from a feminine perspective there grew a market for female readers, as well as a smaller emphasis on reading against the grain. In 2003, the Swedish National Council for Cultural Affairs, reported that, “among adults, working-class women as well as white-collar women read more than men” (Karlsson 167). The tendency that women prefer to read in groups became evident through the popularity of book clubs on television, and more recently online. Reading in groups is attractive to women because it has been seen that women tend to spend more time and enjoy gossiping (Arluke and Levin 281). Reading groups provide a space for women to engage in discussing texts, which they feel emotionally connected to, much like gossiping.
Opposed to the traditional fictional novel, readers are drawn to other means of escapist entertainment. Females show preference towards reading material with high emotional content. Because ‘gossip’, whether malicious or friendly elicits emotional feelings, it is regarded as popular reading for women (Hermes 119-121). Many young female readers turn to blogs, such as PerezHilton,com, opposed to picking up a novel. In a study conducted at Washington State University, Professors Bettis and Roe found that most of the grade six to eight girls, whom they tested, “desire to read but lack school and personal time [to read]” (Bettis Roe 9). The lack of importance placed upon setting aside time to read novels, in collaboration with interest in entertainment news is what produces the online culture that acts as a breeding ground for cyber bullying.
The popular novel series, Gossip Girl (2007) revolves around the backstabbing and cruel nature of an anonymous blog. The series provides a narrative for the pivotal role that adolescent’s actions on the Internet play in their lives. The themes of Gossip Girl are appropriately gendered to appeal to teenage girls. The author plays into popular stereotypes and highly emotional characters. The gendered reading experience in Gossip Girl becomes problematic because it glamorizes cyber bullying, enhancing its likelihood. By perpetuating the ‘Queen Bee’ and ‘Mean Girl’ stereotypes in the female reading experience, authors indirectly encourage adolescent females to indulge in the power struggles that lead to cyber bullying. The spheres of gossiping about peers and reading in groups becomes blurred in the instance of Gossip Girl, because of the narrative, which places bullying on a pedestal, and the interactive fan base made available through social media sites. This is an example of how, “social media expands the dynamic between author, text and reader” (Lange, 409). A large portion of teenage girls participate as fans of the series, all the while it provides bad influences seen through the rise in teens making their own “Gossip Girl” anonymous blogs to engage in cyber bullying.

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